a. I'd like to develop an activity or lesson on based upon student performance for MCAS questions:1,2,5,& 10 for my students.
b. The Massachusetts curriculum science standards that align to the test questions:
1= Physical Sciences (Chemistry and Physics), Grades 3–5-Forms of Energy
- Identify the basic forms of energy (light, sound,heat, electrical, and magnetic).
4. Recognize that energy is the ability to cause motion or create change.
2=Earth and Space Science, Grades PreK–2
-The Sun as a Source of Light and Heat
4. Recognize that the sun supplies heat and light to the earth and is necessary for life.
5&10=Life Science (Biology), Grades 3–5
-Energy and Living Things
11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.
c. I've addressed the Science and Technology/Engineering Learning Standards of the curriculum in The Massachusetts Frameworks table of contents.
d. Some instructional activities I've used to teach my students have been:
Play music through a speaker with an without a grill cover, and discuss the differences in sound.
Design and construct a candle wheel that demonstrates how heat can cause a propeller to spin.
Record the time of day when the sun shines in different school locations and note patterns.
Design a shade for the window to keep the room cool in the summer or to keep the sun out for television viewing.
Make a food chain. Begin with the sun as the source of energy and end with decomposers. Create links that show the relationships of plants and animals in the chain. Show the direction of the flow of energy. Discuss results if various links in the chain are broken.
Design and build a compost bin. Use a thermometer to measure the temperature rise during composting. Discuss where heat (energy) comes from (decomposers metabolize energy stored by producers and consumers).
Classroom Materials: Student’s will be responsible for determining, and gathering the materials needed to create their Rube Goldberg device from home, and school.
Assessment:
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1. The forces or motion concepts students need to know are:
Types of motion
Displacement, velocity, & acceleration
Forces
Energy transfers
Collisions in term of momentum
Consequences of the conservation of energy and conservation of momentum
2. Glogster.
3. Students will use this tool to further their understanding on the forces or motion by investigating on the social media based website. Where they’ll discover, and further understand the forces or motion concepts.
Objective(s) - Students will work in small groups to create a Rube Goldberg device.
Standard - MA curriculum Kindergarten science standards 1, and 2.
Task - Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round)
Materials -
Variety of balls- rubber bouncy balls, golf balls, ping pong balls, etc.
Small plastic building blocks.
Small, and large toy wheels.
Rulers, yardsticks.
Empty small, and large soft drink bottles.
Buttons, pennies, other small objects.
Toilet paper/paper towel, cardboard tubes.
Wooden blocks, and ramps boxes.
Variety of spinning objects (large and small spinning tops, yoyos, gyroscopes, etc.)
Strong tape.
Small, and large disposable plastic cups.
String, yarn Dominos, cardboard.
Marbles, magnets empty yogurt, and butter containers.
Toy cars, linking cubes, PVC pipe.
Procedure -
1. Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round).The teacher should encourage students to include as many different ways to move different objects within their contraptions as possible.
2. After the students have completed their contraptions the teacher should place chart/poster paper by each one that lists the categories for different ways objects can move
3. Each group of students will visit another group’s contraption and will complete the open boxes on the chart paper, indicating which of the objects on the contraption moved a particular way and what caused it to move, i.e., a rubber ball used in the contraption moves fast because it rolls down a ramp. Students may draw their answers, write their answers or do a combination of both.
4. The teacher should gather all of the students together to compare the different results on each of the charts.
Grouping - Students will work in groups of 3-5 to create Rube Goldberg contraptions.
Science Content Standard 1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
Science Content Standard 2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.
Lesson Question:
• How do objects move?
• How can you make an object move?
• How can you change an object's direction?
• What causes moving objects to stop?
Introduction:
Teacher: * Has everyone seen the cartoon Dexter’s Laboratory, on cartoon network?
Student: _ Yes!
Teacher: * What kind of role does Dexter’s character play in his community on that television show ?
Student: _ He plays the role of a scientist in his community.
Teacher: * Is there anybody here who thinks that they know exactly what a scientist is?
Student: _Yes! They mix up potions, and make volcanoes erupt.
Teacher: * Sure that’s called a chemical reaction, but they also do experiments, and write them down in books, or on the computer to show the whole world if what they predicted, or though would happen did or didn’t happen as proof that they did a test,or experiment.
Student: _ Ok, Ms. Andrea.
Teacher: * We can also call a scientist a person who is an expert in science.
Teacher: * Okay friends?
Student: _ Ok, Ms. Andrea.
Teacher: * Now I’m going to show everyone a video where real scientists visit a kindergarten classroom like ours to do a real science experiment with the children at their school.
Teacher: * This (YouTube) video is titled: Kindergarten - Loco Motion.
Teacher: * What do you all say we become scientist ourselves ?
Student: _ Yes!
Teacher: * Ok we can make our room a laboratory an do a experiment of our own, just like Dexter does in Dexter's Laboratory on cartoon network.
Teacher: * Ok, would everyone like that?
Student: _ Yes! Ms. Andrea.
Teacher: * Ok lets all put on our thinking caps, and lab coats, because today we’re all going to be scientists.
Student: _ Yes!
Teacher: * Now we are going to watch an introduction video on Rube Goldberg devices, along with a video on the final product of the Rube Goldberg device.
Teacher: * Now here come the scientific part. We are going to break up into groups of 3-5 scientist, and brainstorm in teams what simple tasks we want our device to finish. Then we'll decide what materials we need to build the device tomorrow.
Task: Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round)
Process:
1. Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round).The teacher should encourage students to include as many different ways to move different objects within their contraptions as possible.
2. After the students have completed their contraptions the teacher should place chart/poster paper by each one that lists the categories for different ways objects can move
3. Each group of students will visit another group’s contraption and will complete the open boxes on the chart paper, indicating which of the objects on the contraption moved a particular way and what caused it to move, i.e., a rubber ball used in the contraption moves fast because it rolls down a ramp. Students may draw their answers, write their answers or do a combination of both.
4. The teacher should gather all of the students together to compare the different results on each of the charts.
Conclusion: The Kindergarten Motionunit develops students’ prior knowledge of motion and changes in motion through observation and investigation on the playground and high interest classroom investigations.
Assessments:
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Which Object Moved This Way? Student Descriptions (drawings and/or narratives)
What Caused the Object to Move This Way? Student Descriptions (drawings and/or narratives)
Object Moved Fast
Write,or draw image (a car)
The car went fast down a ramp.
Object Moved Slow
Object Dropped
Object Stopped
Object Moved Round and Round
Object Moved Zig Zag
Object Moved Back and Forth
Assessment Rubric-
Science Content Standard 2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.
Criteria
Novice
Nearing Proficiency
Proficient
Advanced
Motion
Student identifies an object in motion, but cannot identify what type of motion is displayed (i.e. zigzag, round and round, back and forth, and fast and slow).
Student identifies some, but not all, the different ways in which objects move, i.e. zigzag, round and round, back and forth, and fast and slow.
Student identifies the different ways in which objects move, i.e. zigzag, round and round, back and forth, and fast and slow.
Student uses multiple ways to show differences in which objects move, i.e. zigzag, round and round, back and forth, and fast and slow.
Information Literacy/Library Media Standard 1: A student must identify the task and determine the resources needed.
Criteria
Novice
Nearing Proficiency
Proficient
Advanced
Define the problem
C. Student listens and retells the topic omitting most details. D. Student listens to the steps needed to solve the problem or task with frequent redirection.
C. Student listens and retells the topic with limited details. D. Student listens to the steps needed to solve the problem or task with some redirection.
C. Student listens and retells the topic. D. Student listens to the steps needed to solve the problem or task.
C. Student listens and retells the topic with elaborate detail. D. Student listens to and anticipates the steps needed to solve the problem or task.
Resources:
Print Resources:
American Indian Contributions to the World: Science and Technology by Emory Dean Keoke and Kay Marie Porterfield, published by Facts on File, Inc. This book is one of a series that was given to each school district; it should be available in the school's media center. It is an excellent source of information about Native American contributions to the field of science and technology.
Games of the North American Indians by Stewart Culin, published by Dover Publications. This book covers over 200 Indian tribes and provides a wealth of information as well as photographs of the many toys that have been invented by North American Indians.
I Fall Down by Vicki Cobb, published by HarperCollins. This book tackles the subject of gravity through simple sentence structure and language. The author provides a series of experiments for parents and children to do together.
Online Resources:
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Before beginning this unit the teacher should begin gathering a variety of inexpensive materials for use during the culminating assessment. Many of these items can be found around the house. A list of suggested items is included within the lesson. I recommend that the teacher send home a parent letter requesting any additional needed items before beginning the unit.
• Objects move in many different ways when pushed or pulled.students can differentiate between the two as they pull. Question students about this experience and have them describe characteristics of objects that they could pull easily.
Introduce gravity. Help students to investigate and understand that most objects will fall if dropped.
Kindergarten children will enjoy exploring motion by interacting with materials that spin such as tops, gyroscopes, and other inexpensive spinning toys. Give them the opportunity to experiment with these toys to see how they work.
North American Indians invented tops. They were carved from stone, bone, or wood. Indian children wrapped a cord around the cone shaped tops and then pulled on the string to make it spin. The spinning movement of the top was stronger than the pull of gravity. The top stood up and continued to spin until friction with the air caused the movement to weaken. Then the top slowed down and fell over.
Share pictures of some of the early versions of these toys and have students compare them to modern day spinning tops and toys. (many can be found on the Internet)
Workshop Wiki Page - A Lamb
Workshop 2 - MCAS Assessments & Curriculum Mapping
a. I'd like to develop an activity or lesson on based upon student performance for MCAS questions:1,2,5,& 10 for my students.
b. The Massachusetts curriculum science standards that align to the test questions:
1= Physical Sciences (Chemistry and Physics), Grades 3–5-Forms of Energy
- Identify the basic forms of energy (light, sound,heat, electrical, and magnetic).
4. Recognize that energy is the ability to cause motion or create change.
2=Earth and Space Science, Grades PreK–2
-The Sun as a Source of Light and Heat
4. Recognize that the sun supplies heat and light to the earth and is necessary for life.
5&10=Life Science (Biology), Grades 3–5
-Energy and Living Things
11. Describe how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within a food chain from producers (plants) to consumers to decomposers.
c. I've addressed the Science and Technology/Engineering Learning Standards of the curriculum in The Massachusetts Frameworks table of contents.
d. Some instructional activities I've used to teach my students have been:
Play music through a speaker with an without a grill cover, and discuss the differences in sound.
Design and construct a candle wheel that demonstrates how heat can cause a propeller to spin.
Record the time of day when the sun shines in different school locations and note patterns.
Design a shade for the window to keep the room cool in the summer or to keep the sun out for television viewing.
Make a food chain. Begin with the sun as the source of energy and end with decomposers. Create links that show the relationships of plants and animals in the chain. Show the direction of the flow of energy. Discuss results if various links in the chain are broken.
Design and build a compost bin. Use a thermometer to measure the temperature rise during composting. Discuss where heat (energy) comes from (decomposers metabolize energy stored by producers and consumers).
Workshop 3 - Web 2.0 tools
Bill Nye The Science Guy Video Clip on Energy.
http://youtu.be/0ASLLiuejAo
Workshop 4 - Integrating Web 2.0 tools into the classroom
http://youtu.be/5HDfJKrzc8o
http://youtu.be/7UdzAaw-H0o
http://youtu.be/4yttHnPktMQ
, & http://youtu.be/eKhD_8u-5JY
Objective:
Students will be able to design, and create a Rube Goldberg device that makes a simple task more complex,or more challenging.
Activity Type:
Activity #1:
View Images/Objects: Students examine both still and moving (e.g., video, animations) images/objects; print-based or digital format.
Technology#1:
Document camera, digital microscope, digital camera, video,(e.g., documentaries or debates), Web sites.
Activity#2:
Discuss: Students engage in dialogue with one or more peers or the entire class; synchronous/asynchronous.
Technology#2:
Online discussion fora, email, chat, blog, video conferencing, interactive white board.
Instructions:
Day1:
Brainstorm ideas for a Rube Goldberg device.
Gather the materials needed from home, or school.
Day2:
Design, an create a Rube Goldberg device.
Present the Rube Goldberg device to the class.
Online Component:
Introduction To Rube GoldBerg Machine.
http://youtu.be/4yttHnPktMQ
Rube GoldBerg Machine By Scarfe,Hoefflin,McKune
http://youtu.be/eKhD_8u-5JY
Classroom Materials: Student’s will be responsible for determining, and gathering the materials needed to create their Rube Goldberg device from home, and school.
Assessment:
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Click link to play: http://pbskids.org/zoom/games/goldburgertogo/rubegame.html
*INSERT YOUR RESPONSE HERE!
Workshop 5 - Developing and Using Web 2.0 Assessment Information
1. The forces or motion concepts students need to know are:
Types of motion
Displacement, velocity, & acceleration
Forces
Energy transfers
Collisions in term of momentum
Consequences of the conservation of energy and conservation of momentum
2. Glogster.
3. Students will use this tool to further their understanding on the forces or motion by investigating on the social media based website. Where they’ll discover, and further understand the forces or motion concepts.
4. Energy Transformations.
http://tehescmarts.edu.glogster.com/energy-transformationsWorkshop 6 - Scientific Investigations
Objective(s) - Students will work in small groups to create a Rube Goldberg device.
Standard - MA curriculum Kindergarten science standards 1, and 2.
Task - Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round)
Materials -
Variety of balls- rubber bouncy balls, golf balls, ping pong balls, etc.
Small plastic building blocks.
Small, and large toy wheels.
Rulers, yardsticks.
Empty small, and large soft drink bottles.
Buttons, pennies, other small objects.
Toilet paper/paper towel, cardboard tubes.
Wooden blocks, and ramps boxes.
Variety of spinning objects (large and small spinning tops, yoyos, gyroscopes, etc.)
Strong tape.
Small, and large disposable plastic cups.
String, yarn Dominos, cardboard.
Marbles, magnets empty yogurt, and butter containers.
Toy cars, linking cubes, PVC pipe.
Procedure -
1. Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round).The teacher should encourage students to include as many different ways to move different objects within their contraptions as possible.
2. After the students have completed their contraptions the teacher should place chart/poster paper by each one that lists the categories for different ways objects can move
3. Each group of students will visit another group’s contraption and will complete the open boxes on the chart paper, indicating which of the objects on the contraption moved a particular way and what caused it to move, i.e., a rubber ball used in the contraption moves fast because it rolls down a ramp. Students may draw their answers, write their answers or do a combination of both.
4. The teacher should gather all of the students together to compare the different results on each of the charts.
Grouping - Students will work in groups of 3-5 to create Rube Goldberg contraptions.
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Click link to play: http://pbskids.org/zoom/games/goldburgertogo/rubegame.html
Workshop 7- Lesson Plan
Your name:
Andrea Lamb
Lesson Title:
Motion
Grade Level:
Kindergarten
State Standards:
Science Content Standard 1. Students, through the inquiry process, demonstrate the ability to design, conduct, evaluate, and communicate results and reasonable conclusions of scientific investigations.
Science Content Standard 2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.
Lesson Question:
• How do objects move?
• How can you make an object move?
• How can you change an object's direction?
• What causes moving objects to stop?
Introduction:
Teacher: * Has everyone seen the cartoon Dexter’s Laboratory, on cartoon network?
Student: _ Yes!
Teacher: * What kind of role does Dexter’s character play in his community on that television show ?
Student: _ He plays the role of a scientist in his community.
Teacher: * Is there anybody here who thinks that they know exactly what a scientist is?
Student: _Yes! They mix up potions, and make volcanoes erupt.
Teacher: * Sure that’s called a chemical reaction, but they also do experiments, and write them down in books, or on the computer to show the whole world if what they predicted, or though would happen did or didn’t happen as proof that they did a test,or experiment.Student: _ Ok, Ms. Andrea.
Teacher: * We can also call a scientist a person who is an expert in science.Teacher: * Okay friends?
Student: _ Ok, Ms. Andrea.
Teacher: * Now I’m going to show everyone a video where real scientists visit a kindergarten classroom like ours to do a real science experiment with the children at their school.
Teacher: * This (YouTube) video is titled: Kindergarten - Loco Motion.http://youtu.be/5HDfJKrzc8o
Teacher: * What do you all say we become scientist ourselves ?
Student: _ Yes!
Teacher: * Ok we can make our room a laboratory an do a experiment of our own, just like Dexter does in Dexter's Laboratory on cartoon network.
Teacher: * Ok, would everyone like that?Student: _ Yes! Ms. Andrea.
Teacher: * Ok lets all put on our thinking caps, and lab coats, because today we’re all going to be scientists.Student: _ Yes!
Teacher: * Now we are going to watch an introduction video on Rube Goldberg devices, along with a video on the final product of the Rube Goldberg device.
Student: _ Ok.
* Introduction To Rube Goldberg Machine.
http://youtu.be/4yttHnPktMQ
* Rube GoldBerg Machine By Scarfe,Hoefflin,McKune
http://youtu.be/eKhD_8u-5JY
Student: _ That was very cool.
Teacher: * Shall we watch one more video to further our understanding of Rube Goldberg devices?
Student: _ Yes, please.
Teacher: * Ok here is one final example of a Rube Goldberg Device by Steven Price.
http://youtu.be/7UdzAaw-H0o
Teacher: * Now here come the scientific part. We are going to break up into groups of 3-5 scientist, and brainstorm in teams what simple tasks we want our device to finish. Then we'll decide what materials we need to build the device tomorrow.
Task: Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round)
Process:
1. Students will work in groups of 3-5 to create Rube Goldberg contraptions that demonstrate the different ways that objects can move (fast, slow, back and forth, zig zag, round and round).The teacher should encourage students to include as many different ways to move different objects within their contraptions as possible.
2. After the students have completed their contraptions the teacher should place chart/poster paper by each one that lists the categories for different ways objects can move
3. Each group of students will visit another group’s contraption and will complete the open boxes on the chart paper, indicating which of the objects on the contraption moved a particular way and what caused it to move, i.e., a rubber ball used in the contraption moves fast because it rolls down a ramp. Students may draw their answers, write their answers or do a combination of both.
4. The teacher should gather all of the students together to compare the different results on each of the charts.
Conclusion: The Kindergarten Motionunit develops students’ prior knowledge of motion and changes in motion through observation and investigation on the playground and high interest classroom investigations.
Assessments:
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Click link to play: http://pbskids.org/zoom/games/goldburgertogo/rubegame.html
Example of Student Assessment Chart/Poster:
Student Descriptions (drawings and/or
narratives)
Student Descriptions (drawings and/or narratives)
Assessment Rubric-
Science Content Standard 2. Students, through the inquiry process, demonstrate the knowledge of properties, forms, changes and interactions of physical and chemical systems.
object in motion, but
cannot identify what type
of motion is displayed (i.e.
zigzag, round and round,
back and forth, and fast
and slow).
but not all, the different
ways in which objects
move, i.e. zigzag, round
and round, back and
forth, and fast and slow.
different ways in which
objects move, i.e. zigzag,
round and round, back
and forth, and fast and
slow.
ways to show differences
in which objects move,
i.e. zigzag, round and
round, back and forth,
and fast and slow.
Information Literacy/Library Media Standard 1: A student must identify the task and determine the resources needed.
retells the topic omitting
most details.
D. Student listens to the
steps needed to solve the
problem or task with
frequent redirection.
retells the topic with
limited details.
D. Student listens to the
steps needed to solve the
problem or task with some
redirection.
retells the topic.
D. Student listens to the
steps needed to solve the
problem or task.
retells the topic with
elaborate detail.
D. Student listens to and
anticipates the steps
needed to solve the
problem or task.
Resources:
Print Resources:
American Indian Contributions to the World: Science and Technology by Emory Dean Keoke and Kay Marie Porterfield, published by Facts on File, Inc. This book is one of a series that was given to each school district; it should be available in the school's media center. It is an excellent source of information about Native American contributions to the field of science and technology.
Games of the North American Indians by Stewart Culin, published by Dover Publications. This book covers over 200 Indian tribes and provides a wealth of information as well as photographs of the many toys that have been invented by North American Indians.
I Fall Down by Vicki Cobb, published by HarperCollins. This book tackles the subject of gravity through simple sentence structure and language. The author provides a series of experiments for parents and children to do together.
Online Resources:
It's lunch time on the ZOOM set and the cast and crew are hungry!
Can you perfect the ZOOMers' Rube Goldberg invention for serving lunch?
The ZOOMers' say it just needs a few minor adjustments before it can deliver lunch to everybody.
Click link to play: http://pbskids.org/zoom/games/goldburgertogo/rubegame.html
Star Wars Commercial Volkswagen 2012 Passad The Force
http://youtu.be/FCDKQaH2-_s
Rube Goldberg YouTube Videos
http://youtu.be/7UdzAaw-H0o
Teacher Notes: